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Music Curriculum Intent, Implementation and Impact
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music curriculum should engage and
inspire pupils to develop a love of music and their talent as musicians, and so increate their self-confidence, creativity and sense of
achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with
discrimination.
Strategic intent To develop a curriculum which:
✔ Promotes a love of music and singing across a broadened curriculum so that all children know more, remember more and understand more.
✔ Develops an appreciation of different genres of music and how music is used in a wide variety of contexts.
✔ Teaches all children to sing, and play untuned and tuned instruments.
✔ Teaches children the necessary knowledge and skills to be able to critique the music they hear or play.
✔ Allows all children to have opportunities to perform in front of an audience as individuals and as part of an ensemble.
✔ Encourages children to collaborate towards an end goal.
▪ Because some children at Totley Primary School have peripatetic music lessons within school, lessons are tailored so all children make progress. We know practice makes
progress.
▪ Because children at Totley Primary School are encouraged to be confident and resilient, we use music as a key vehicle to teach and develop these attitudes to learning
and encourage children to participate in a variety of musical experiences.
Implementation Content and Sequence
▪ At Totley Primary the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres.
▪ Our objective at Totley Primary is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life.
▪ We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
▪ Content and sequencing for each year group contains key musical vocabulary and the progression of instrument complexity. These skills will progress within and across the year.
Teaching and Learning, Assessment and Feedback
The music curriculum ensures our children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances, the learning of instruments, and the joining of one of our many musical ensembles (Easter, Harvest and Christingle services, Christmas plays, Summer Concert and from Year 3 upwards, Young Voices). The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom the children will learn how to play tuned and untuned percussion, the recorder, the ukulele and the keyboard. From Year 3 upwards, the children will be taught to understand the different principle of each method of creating notes, as well as how to read staff notation. They also learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing and analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.
▪ Using the Totley Contents and Skills Progression document, our teaching focuses on developing the children’s descriptive skills in music lessons when learning about how music can represent feelings and emotions.
▪ In FS2, children will be introduced to and be able to define key vocabulary which musicians use. This will be will be built upon year on year with high expectations of the children ‘talking’ like a musician.
▪ The children will develop the ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer and to listen to more extended pieces of music.
▪ We teach the children how to work with others to compose music and perform for an audience. ▪ Specialist teachers may lead some lessons to children to enhance the children’s learning opportunities. ▪ Cultural capital is developed through exposure to different music genres, musical performance opportunities and exposure to positive role models within the world
of music. ▪ Children will achieve age related expectations in music at the end of their cohort year. This is so they are Year 7 ready when they leave Totley Primary School.
Impact
▪ Whilst in school, children have access to a varied programme, which allows them to discover areas of strength, as well as areas they might like to improve upon. ▪ The characteristics of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-
confidence, interaction with and awareness of others, self-reflection and improved well-being. ▪ Music will also develop an understanding of culture and history, both in relation to each child individually, as well as ethnicities from across the world. ▪ Children are able to enjoy music, in as many ways as they choose - either as listener, creator or performer. ▪ Children will be able to dissect music and comprehend its parts. ▪ Children will have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased. They have an
understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.
Stages of learning in Music
Appreciation Listening and Appraising
Vocal Practical Performance and composition
Theory Theory and Canon
FS2
● Describe a piece of music
in terms of its tempo and
pitch.
Tempo- The speed of a piece of music (fast/slow) Pitch- The highness or lowness of a sound of musical note (high, low, medium)
● Use voices in
different ways,
such as
speaking,
singing and
chanting to
music.
-To use pulse when singing to maintain a consistent tempo -To be able to sing in unison with others. -To be able to move to match the tempo of music (e.g. to walk to match the pulse of the music). -To be able to tap/clap the tempo of a song they sing.
● To experiment with sounds.
● Use untuned percussion to perform a piece of
music as a group that demonstrates tempo.
Children learn to: ● Describe the tempo and pitch of sounds and music.
● Use untuned percussion to perform a piece of music to demonstrate tempo
● Move in a way to match the tempo of a piece of music
Key Stage 1
Pupils should be taught to: ● Use their voices expressively and creatively by singing songs and speaking chants and rhymes
● Play tuned and untuned instruments musically
● Listen with concentration and understanding to a range of high-quality live and recorded music
● Experiment with, create, select and combine sounds using the inter-related dimensions of music.
Year 1
I should already have learnt to: ● Describe the tempo
and pitch of sounds
and music.
● Use untuned
percussion to
perform a piece of
music to
demonstrate tempo
● Move in a way to
match the tempo of a
piece of music
● Use voices in
different ways,
such as
speaking,
singing and
chanting to
music.
- To be able to
sing in unison,
maintaining
rhythm, such as
by missing the
last word of
each line.
- To be able to
match the
rhythm of a
● Use tuned and untuned percussion (including
Boomwhackers) to perform a piece of music as
a group/including rhythmic elements or
repetition and pulse.
- I can take my tea without sugar
Swing and big band ● Clear melody
● Strong beat
● Big band instruments
(trumpets, rhythm section
– piano, bass, guitar and
drums -, saxophones,
trombones)
● May include vocals
● Started in the 1920s
Glen Miller Duke Ellington In the Mood More recently, big band music has had a resurgence, such as Robbie Williams in 2001 and Michael Bublé
● Describe a piece of music
in terms of its tempo,
pitch, dynamics.
Bjork- It’s Oh So Quiet Dynamics- The volume of a sound of musical note (loud soft or quiet) To recognise through sight and sound: Piano Guitar Violin Trumpet Flute
song to a
graphic
representation.
- To be able to
alter the
dynamics of
singing voice
within a song
(whispering,
loud etc.).
Year 2
● Describe a piece of music
in terms of its tempo,
dynamics, pitch and
timbre.
Timbre- The unique sound or tone quality of different instruments (wood, metal, skin) To recognise through sight and sound, and be able to classify into their instrument family.
● Use voices
expressively
and creatively.
To sing with a
sense of the
shape of the
melody.
- To be able to
tap the rhythm
to a song
someone else is
singing.
- To be able to
recognise
rhythms from
graphic
notation.
- To be able to
change from
whole class,
group and
individual
singing within
one song.
● Play a glockenspiel or xylophone with two
beaters in a performance that includes group
and solo elements.
Perform an Easter song:
Beethoven’s Ode to Joy:
Rock and Roll ● Vocals and often backing
vocals- energetic
● Late 1940s and 1950s
● Rhythm from drums and
rhythm guitar, lead guitar
playing melody among
others
● Fast tempo
● Clear structure within song
between verse and chorus
● Started in 1950s
The Beatles Elvis Presley Rock Around the Clock
Piano Guitar Violin Trumpet Flute
Brass- Made of metal. Musician’s lips ‘buzz’ against the mouth piece. Air vibrates inside the instrument which then produces sound. Woodwind- produce sound when air is blown inside. Air either passes over an edge or between a reed. Strings- Have strings which are either plucked or bowed. Percussion- instruments need to be hit (with a beater, a hand etc.) or shaken so there is a vibration to produce sound.
Key Stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to:
● Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and
expression
● Improvise and compose music for a range of purposes using the inter-related dimensions of music
● Listen with attention to detail and recall sounds with increasing aural memory
● Use and understand staff and other musical notations
● Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and
musicians
● Develop an understanding of the history of music.
Year 3
● Describe pieces of music
in terms of their tempo,
dynamics, timbre and
pitch (pitch should
specifically be taught in
relation to staff notation)
● Be able to listen to a
piece of classical music
and identify some of the
instruments in it,
including which
orchestral family they
belong to.
● To sing in
unison,
becoming
aware of pitch.
- To be able to
sing a tune with
expression
suing long and
short notes.
- To show the
syllables and
rhythm through
actions.
● Practise and play a previously unseen piece by
reading music on the recorder by reading staff
notation within a 5 note range.
● Compose music to match a given description in
terms of its pitch, tempo and rhythm using
graphic notation within a 5 note range.
Hot Cross Buns:
Merrily we Roll Along:
Soul ● Origins in gospel music
and African American
culture
● Predominantly Black
artists
● Strong, four-beat
drum tempo
● Pop vocals
embellished with
gospel-influences
● Frequent use of strings
and horns
● Call and response
backing vocals
Marvin Gaye The Supremes Riding on a Midnight Train to Georgia
Year 4
● Describe pieces of music
in terms of their tempo,
dynamics, timbre and
pitch (pitch should
specifically be taught in
relation to staff
notation).
● Be able to listen to a
piece of classical music
and identify at which
point different
instruments are used in
the piece and which
orchestral family they
belong to.
● To sing in
unison,
maintaining the
correct pitch
and with
expression.
- Sing songs form
memory with
aural
awareness to
strive for
accurate pitch.
- To apply vocal
performance
techniques of
posture and
diction.
- Use notation to
record and
interpret
sequences and
pitch in a song.
● Play at least two different strumming patterns
on the ukulele.
● Change between chords on the ukulele
smoothly.
● Use chuck strums to enhance standard
strumming patterns.
Reggae ● Rhythm guitar and lead
guitar for melody
● Bass guitar is a prominent
element
● Drums, congas and
keyboards
● Offbeat rhythm
● Origins in African and
Caribbean music
● From 1960s Jamaica
Bob Marley Jamming
Year 5
● Describe pieces of music
in terms of their tempo,
dynamics, timbre, pitch
(pitch should specifically
be taught in relation to
staff notation), texture
and structure.
Texture- How much sound we hear (thick/thin)
● Be able to listen to a
piece of classical music
and identify at which
point different
instruments are used in
the piece, which
orchestral family they
belong to and begin to
describe the impact they
have on the texture of
the piece.
● To sing in
unison with
clear diction,
controlled pitch
and sense of
phrase (altering
pitch and tone
to suit the
melody and
content).
- To breathe in
the correct
place when
singing.
- To understand
mi, re and do
through known
songs.
- To demonstrate
correct posture.
● Perform a chord pattern on the ukulele.
● Recreate style my creating your own chord
progression.
Jazz ● Born in the African
American communities in
America during the late
1800s and early 1900s.
● Improvisation is a very
important part of jazz
(playing what you feel in
that moment)
● Trumpets, piano,
trombones and the four
types of saxophones.
● Jazz became less popular
in the 1980s, however
there are many musicians
still around, such as
Jamie Cullum.
Miles Davis Solar
Year 6
● Describe pieces of music
in terms of their tempo,
dynamics, timbre, pitch
(pitch should specifically
be taught in relation to
staff notation), texture
and structure.
Structure- The way a piece of music is built and what order the sections are in, such as through chapters or phases.
● Be able to listen to a
piece of classical music
and identify at which
point different
instruments are used in
relation to the structure
of the piece. E.g. In the
first chapter/phase, the
strings come in, the
texture gradually
thickens and the dynamic
gets louder.
● To sing
adapting voice
to suit the
mood of the
piece, using
different
registers (‘head
voice’ and
‘chest voice’) to
take the lead in
a performance
at the right
time.
- To sing in
harmony with
confidence and
accuracy.
- To demonstrate
appropriate
expression in
the voice when
singing.
- To adapt voice
to match the
mood of the
piece.
● Play a melody beyond a 5 note range (basic
hand position) and include a variety of chords
(at least C, F and G) on the keyboard.
Hip Hop ● Hip hop began in America
Began in in the 1970s
● Began in New York when
music was taken outside.
● Programmed beats,
spoken words as vocals –
rap
● Sample other (a recorded
sound from another sing)
● Beat is strong and
pronounced
● Rapping element came
from Jamaica- a cross
between rhythmic
chanting and talking.
● Electronic sounds rather
than acoustic instruments
● Content linked to own
experiences and often
struggle
● Complex rhyme pattern
Miles Davis Solar
Graphic notation Staff notation
The shape of the line or symbol indicates the changing pitch. The length of the bar indicates the length of the sound. The higher the bar on the page, the higher the pitch. Different colours can be used to represent a different instrument.
Classical name Relative length In time Note Rest
Semibreve Whole note 4 beats
Minim Half note 2 beats
Crochet Quarter note 1 beat
Quaver Eighth note 1
2 beat
Semiquaver Sixteenth note 1
4 beat
Interrelated dimensions of music – introduced progressively through year groups
Tempo The speed of a piece of music. Fast, slow
Dynamics The volume of a piece of music or note. Quiet, loud, crescendo, diminuendo
Timbre The unique sound or tone quality of different instruments. Wood, metal, skin
Pitch The highness or lowness of a note. High, low, medium.
Texture How much sound we hear. Thick, thin, a capella, instrumental, orchestral
Structure The way a piece of music is built and what order the sections are in. Section, repeat, verse, chorus, sandwich (e.g. ABA).
When listening and appraising, children should be able to listen for and discuss the following:
Year 3
Tempo Pitch Dynamics Timbre
FS2 Tempo Pitch
Year 4
Tempo Pitch Dynamics Timbre
Year 1 Tempo Pitch Dynamics
Year 5
Tempo Pitch Dynamics Timbre Texture
Year 2
Tempo Pitch Dynamics Timbre
Year 6
Tempo Pitch Dynamics Timbre Structure
The dimensions of music are interrelated. While children are introduced to them through discrete teaching progressively, it is not possible to listen to and learn about music
without encountering all dimensions of music. The table below gives opportunities to explore these dimensions in listening paying, composing and performing music.
Tempo and Pulse Pitch Dynamics Timbre Structure Texture
Year 1
Play and sing at different speeds
Clap or tap a steady pulse while listening
to a piece of music or a song
Repeat short melodic patterns on
instruments or with my voice
Recognise high and
low sounds
Play and sing quietly and loudly
(Bjork’s It’s Oh So Quiet demonstrates
dynamics well)
Describe the sounds that instruments
make (e.g. squeaky)
Notice repeating sections in a piece of
music or song
Combine instruments together in group compositions and
performances
Year 2
Play and sing at different speeds
Clap or tap a steady pulse while listening
to a piece of music or a song
Repeat longer melodic patterns on instruments or with
my voice
Follow pitch movements with my
hand, recognising high and low
Play and sing quietly and loudly
Listen to the sounds made by different instruments and
compare
Recognise common instruments through
sight and sound
Notice repeating sections in a piece of
music or song
Combine instruments together in group compositions and
performances
Year 3
Create changes in tempo when playing
or singing, getting faster or slower
Adjust speed in response to the
conductor’s hand movements
Clap or tap a steady pulse while listening
to a piece of music or a song and identify if the music speeds up
or slows down
Tune myself to the conductor’s voice and
adjust as needed in response to the
conductor’s hand movements
Adjust volume in response to the
conductor’s hand movements
Know the differences between brass,
strings, percussion and woodwind*
Identify brass, strings,
percussion and woodwind when listening to music
Recognise, play and sing a simple ostinato
(repeated phrase)
Recognise, play and sing a call and
response
Play and sing in ternary form (ABA)
Recognise and explore how sounds
can be combined (e.g. comparing a piece of music played by an orchestra and the
same piece played on a single instrument/ comparing a capella
and accompanied songs)
Year 4
Create changes in tempo when playing
or singing, getting faster or slower
Adjust speed in response to the
conductor’s hand movements
Clap or tap a steady pulse while listening
to a piece of music or a song and identify if the music speeds up
or slows down
Sing songs in tune
Identify if a vocal note is out of tune
Create a crescendo and diminuendo
when playing and singing
Identify some instruments within
each of the instrument families when listening to
music
Identify the different parts of a song (verse,
chorus, bridge and instrumental) and the
overall structure of the song
Recognise and explore how sounds
can be combined (see above for example)
Year 5
Synchronise tempo as part of a group
without a conductor (instruments or voice)
Identify the strong first beat of a bar
Identify if there are 2, 3 or 4 beats in a bar (2
time, 3 time and 4 time)
Sing songs in parts and maintain my own
part
Adjust my voice to stay in tune
Read and respond to pp, p, mf, f and ff
when playing, singing and listening
Identify some instruments within
each of the instrument families when listening to
music
Describe the effects of different sounds
and instruments
Recognise, play and sing a 12-bar blues
structure (Johnny B. Goode by Chuck Berry
(on Charanga) and Rock Around the
Clock by Bill Haley are good examples)
Recognise and explore how sounds
can be combined (see above for example)
Year 6
Synchronise tempo as part of a group
without a conductor, including when the
speed changes (instruments or voice)
Identify the strong first beat of a bar
Identify if there are 2, 3 or 4 beats in a bar (2
time, 3 time and 4 time)
Sing songs in parts and maintain my own
part
Adjust my voice to stay in tune
Read and respond to pp, p, mf, f, ff, < and > when playing, singing
and listening
Explain how choices of sounds or
instruments are appropriate to the
intentions of a piece
Recognise, play and sing a rondo with a repeating section or refrain (ABACA etc.) (Für Elise is a good
example of a repeating A section)
Recognise and explore how sounds
can be combined (see above for example)
Some suggestions of music, from a wide range of times, places and people, are as below:
YEAR 1
Theme or type of music Suggestions
Listening to stories and music together Peter and the Wolf with Prokofiev’s score
Owl Moon by Jane Yolen + Harry Potter theme
The Very Busy Spider by Eric Carle + Scarlatti’s Harpsichord Sonatas
The Rainbow Fish by Marcus Pfister + The Aquarium
from Saint-Saëns’s The Carnival of the Animals
Other ideas: https://www.letsplaykidsmusic.com/stories-with-
classical-music-and-movement/
YEAR 2
Theme or type of music Suggestions
Listening to classical music set to animation
Individual animations from Fantasia
YEAR 3
Theme or type of music
Piece Suggested versions and listening points
Western art music Flight of the Bumble Bee
https://www.youtube.com/watch?v=P5UL1kh9qcM
● Part of an opera called The Tale of Tsar Saltan
Nikolay Rimsky Korsakov
● Depicts the chaotic and ever-changing movement of a
bumblebee
● Melody mostly played on strings
● Duration: Lots of very short, very fast notes
Western art music The Swan Saint-Saëns
https://www.classicfm.com/discover-music/best-classical-music-for-kids/
● Part of The Carnival of the Animals suite
● Melody played on a cello
● Slow tempo and legato (smooth) melody
Film score The Great Escape theme Elmer Bernstein
● Brass and percussion introduction makes it sound military
● Strong beat makes it sound like marching
● Some sections contain full orchestra with heavy brass, other
sections just a single instrument (euphonium)
Vocal music Gloria Vivaldi
● Written about 1715
● Religious music praising God
● Sung in 4 voices: soprano (high female), alto (low female),
tenor (high male), bass (low male)
● Energetic and happy
Jazz/ blues/ swing and their derivatives
Sing, Sing, Sing Benny Goodman
● Famous big band/ swing piece
● Written in 1936
● Percussion introduction, saxophones making the smoother
sound, trumpets making the brassier sound, clarinet solo
(played by Benny Goodman)
Music from other times
Greensleeves Possibly Henry VIII
● Can be played on any instrument but traditionally on a lyre
● Mostly in a minor key (sounds sad) but the middle section in
a major key (sounds happy)
Music from other places
Traditional Chinese music
● Traditionally built on the pentatonic scale (a scale with 5
notes, easily played on the keyboard as all the black notes)
Non-Western popular styles
Mundian To Bach Ke Panjabi MC
● Bhangra in style, which originated in the Punjab
● Electronic instruments as well as traditional Indian
instruments such as the dhol (a large traditional North Indian
drum played with cane sticks) and the tumbi (a one-string
fiddle which plays a three note riff)
‘Curveball’ Sugar Plum Fairy GlassDuo
https://www.youtube.com/watch?v=QdoTdG_VNV4
● The sound of the glasses is similar to the timbre of the
celesta, which the music was originally composed for
(tinkling sound)
● Sound is created when vibrations of the glass affect the air
inside the glass, with the amount of water added affecting
the frequency (pitch)
Your favourite piece of music
YEAR 4
Theme or type of music
Piece Suggested versions and listening points
Western art music
The Waltz of the Flowers Tchaikovsky
https://www.bbc.co.uk/programmes/p05dtrxx
https://www.youtube.com/watch?v=MfusXCl6SEE helps children see the music
● Compare with the version in Fantasia
● ‘Swooping’ harp throughout
● Waltz time (3 beats per bar)
● Clarinet solo part at around 12s and 28s
Western art music
Für Elise Beethoven
● Compare traditional version with:
https://www.classicfm.com/discover-music/best-classical-music-for-kids/
● Written in ABACA form (A section keeps coming back with
different B and C sections)
● Piano
● Written in a minor key so it sounds sad
Film score Jurassic Park theme John Williams
https://www.youtube.com/watch?v=oEZh88vz8b8
● Opens with a single brass instrument (French horn) then
builds and builds into a richly textured piece
● Not frightening but wondrous and beautiful – to
demonstrate the beauty of the dinosaurs
Vocal music Flower Duet Léo Delibes
● Two female voices – soprano and mezzo-soprano (Lakmé the
mistress sings soprano – higher status – and Mallika the
servant sings the slightly lower part)
● Chorus and verses, sung in French
Jazz/ blues/ swing and their derivatives
In the Mood Glenn Miller
https://www.youtube.com/watch?v=6vOUYry_5Nw
● Compare traditional version with:
https://www.youtube.com/watch?v=gOuLfqLS5Mc
● Famous big band/ swing piece
● Tenor saxophone starts
● Solos on saxophones and trumpet – these are often
improvised (made up on the spot)
Music from other times
Hurrian Hymn No. 6
https://www.youtube.com/watch?v=QpxN2VXPMLc
● The world’s oldest known melody (1400BCE), discovered in
Syria in the 1950s
● Played on the lyre, a U-shaped instrument with strings
Music from other places
Guadalajara Mariachi Sol de México
https://www.youtube.com/watch?v=vtRn2qmmOes
● Mariachi in style
● Traditional music from Mexico
● Typical instruments include violins, guitars, vihuelas
(Mexican guitars), trumpets and a harp, as well as vocals
● Though the songs often sound happy, they are usually sad or
nostalgic in content. This example is about the city of
Guadalajara in Mexico so is patriotic and emotional
Non-Western popular styles
Kang Mandor Ujang Suryana
https://www.youtube.com/watch?v=F-3kPAcSHk0
● Gamelan in style (from Indonesia)
● Ujang Suryana is blind
● Main melody is played on xylophones
● Lots of repetition throughout
● Ujang Suryana plays the flute
‘Curveball’ 4’33’’ John Cage
https://www.youtube.com/watch?v=yoAbXwr3qkg
● Composed for any instrument or combination of instruments
in 1952
● Performers are instructed not to play their instruments for
the duration of the piece
● The piece consists of the sounds in the environment that the
listeners hear during the performance – any sound can be
music
Your favourite piece of music
YEAR 5
Theme or type of music
Piece Suggested versions and listening points
Western art music
Ride of the Valkyries Richard Wagner
● Compare traditional version with:
https://www.youtube.com/watch?v=JNnugpwVtv0
● Lots of ideas here, particularly in lesson 2 about trills/
wobbles, upward swoops and 3 note tune:
http://downloads.bbc.co.uk/learning/tenpieces/KS2-3/Wagner/KS2%20-%20Primary/Ride%20of%20the%20Valkyries%20by%20Richard%20Wagner.pdf
https://www.bbc.co.uk/programmes/articles/4gdCGV8y3gxdkKrq3HP8S3M/ride-of-the-valkyries-from-die-walkure-by-richard-wagner
Western art music
Canon in D Pachelbel
● Compare traditional version with:
https://www.youtube.com/watch?v=LV5_xj_yuhs
● Steady ostinato throughout on the bass (two bars repeated
over and over)
● Canon means several instruments playing the same melody
but entering the music at different times
Film score Jaws theme John Williams
● Main theme is just two notes
● Tension builds throughout as dynamics and number of
instruments playing increases
● More melodic middle section before main theme returns
● To watch John Williams conduct an orchestra and to see the
instruments used:
https://www.youtube.com/watch?v=E-sX2Y0W8l0
Vocal music Hallelujah ● Strings, trumpet, timpani and 4-part choir
● In a major key so it sounds happy
George Frideric Handel
● ‘Hallelujah’ is a motif that occurs throughout the piece
● Audiences stand when this section of the full piece is played
as King George II did this when he heard it performed in
London
● A comical version:
https://www.classicfm.com/composers/handel/guides/monks-hallelujah-chorus/
Jazz/ blues/ swing and their derivatives
Summertime Ella Fitzgerald and Louis Armstrong
● Sung as a lullaby in the Gershwin opera Porgy and Bess
● Trumpet solo to start, orchestral backing
● Two very distinct voices from Fitzgerald and Armstrong
● Scat singing from Armstrong – vocal improvisation with
nonsense syllables
Music from other times
Dies Irae
https://www.youtube.com/watch?v=Dlr90NLDp-0
● Gregorian chant
● Single melodic line
● Sung in Latin
● A sacred song of the Roman Catholic Church
Music from other places
Scottish bagpipe music
● Compare a traditional track with:
https://www.youtube.com/watch?v=t5DVhoel7AA
● Bagpipes are a woodwind instrument with different pipes to
create a melody or a drone sound, and a constant supply of
air held in the bag
Non-Western popular styles
Magalenha Carlinhos Brown
https://www.youtube.com/watch?v=KjC8bTrkxys
● Samba in style (from Brazil)
● Song builds from bells in the introduction to having vocals
then a choir then the strong percussive bassline
‘Curveball’ Despacito It’s a small world
https://www.youtube.com/watch?v=gBT5lmikXrs
Your favourite piece of music
YEAR 6
Theme or type of music
Piece Suggested versions and listening points
Western art music
Jupiter Gustav Holst
● Compare traditional version with:
https://www.youtube.com/watch?v=q3cpOrB1GW8
● Part of a suite called The Planets, with each movement
meant to convey ideas and emotions associated with each
planet (this one being for Jupiter, the Bringer of Jollity)
● Pulse: Starts in 2/4 time, then 3/4 when the horns come in at
1m36s, back to 2/4 then 3/4 again for the I Vow to Thee My
Country section, played on cellos
● Texture: Rich and orchestral
Western art music
Toccata and Fugue in D Minor Bach
● Compare traditional version with:
https://www.youtube.com/watch?v=ipzR9bhei_o
● Composed for organ
● Toccata means fast moving sections designed to show off
the skill of the player
● Many melodic patterns repeated over and over but at
different octaves (pitches)
Film score Edward Scissorhands theme Danny Elfman
● Orchestra and vocals from a choir
● For instrumentation:
https://www.youtube.com/watch?v=3VlFMtlZAs4
● Magical and emotive
● Celesta delivers soft, twinkling sound
Vocal music O Fortuna Carl Orff
● Lyrics are from a medieval Latin poem about the Roman
goddess of fortune, set to music in the 1930s by Carl Orff
● A cantata (choir accompanied by an orchestra)
● Extremely dramatic, building throughout in dynamics and
drama
● Other ideas here:
https://www.bbc.co.uk/teach/ten-pieces/carl-orff-carmina-burana-o-fortuna/zkhtwty
Jazz/ blues/ swing and their derivatives
The Entertainer Scott Joplin
https://www.youtube.com/watch?v=TSoXBkF832I
● Ragtime in style
● Written for piano
● Repeated sections throughout
● Left hand jumps up and down the keyboard
● Lots of syncopation (notes off the main beat) – very typical
of ragtime
Music from other places
Traditional didgeridoo music from Aboriginal people of Australia
https://www.youtube.com/watch?v=cLu9GmV2vF0 (parts)
● The didgeridoo is a woodwind instrument but this musician
also uses it as a percussion instrument as he flicks it
● Didgeridoo players can use ‘circular breathing’ so they are
able to create a continuous sound, inhaling and exhaling
simultaneously (for example, from 2m50 until 3m41s)
Non-Western popular styles
Vivir Mi Vida Marc Anthony
https://www.youtube.com/watch?v=ziUICCkVL0U
● Salsa in style
● Music and salsa dancing go together
● Originated in Cuba
● Traditional instrumentation includes congas, bongos, bass,
piano, tres, a horn section, and percussion (claves, guíro, or
maracas) as well as vocals
‘Curveball’ Stomp Out Loud Stomp
https://www.youtube.com/watch?v=US7c9ASVfNc
● Stomp uses the body and ordinary objects to create
percussive music and physical theatre performances
Your favourite piece of music